Luederitz, C., Meyer, M., Abson, D. J., Gralla, F., Lang, D. J., Rau, A. L., & von Wehrden, H. (2016). Systematic student-driven literature reviews in sustainability science–an effective way to merge research and teaching. Journal of Cleaner Production, 119, 229-235. https://doi.org/10.1016/j.jclepro.2016.02.005

Systematic student-driven literature reviews in sustainability science – an effective way to merge research and teaching

Smallbone, T., & Quinton, S. (2011). A three-stage framework for teaching literature reviews: A new approach. The International Journal of Management Education, 9(4), 1. https://doi.org/10.3794/ijme.94.337

A three-stage framework for teaching literature reviews: A new approach

- A three-stage framework for teaching literature reviews: A new approach



University of Michigan - Ann Arbor

- Originally defined by William Wulf  (1989) as a “center without walls, in which the nation’s researchers can perform their research without regard to physical location, interacting with colleagues, accessing instrumentation, sharing data and computational resources, and accessing information in digital libraries”.

- It was redefined by Sara Bly in 1998 as “a system which combines the interests of the scientific community at large with those of the computer science and engineering community to create integrated, tool-oriented computing and communication systems to support scientific collaboration”

Collaboratories

1Cademy aims to provide an easy way for students to jump into participating in literature review, by provides the meaningful, hierarchical, organization of background knowledge. It also assists students in the act of organizing literature review.

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